Web 2.0 tools provide opportunities for students to collaborate with others and publish their work to a broad audience, but how do we make sure kids are safe while they are working on the Web? Richardson (2010) says, “Safety is now about responsibility, appropriateness, and common sense” (p. 12). With the accessibility of smart phones, tablets, and computers, kids are gaining access to the Internet at very young ages. Whether they access the Internet from home or school, they need to know some basic skills about how to be responsible Web users. Schools are required by the Child Internet Protection Act to filter the content that students are able to access on the Web in their schools (Richardson, 2010). While this provides some protection, our duty as teachers extends beyond that. We must give our students the knowledge to make responsible choices and be good digital citizens. Common Sense Media has two blogs, one for elementary school kids and one for middle school kids, that outline tips for Internet safety. Each blog approaches the tips differently based on the ages of the children and how they will likely be using the Internet. However, both blogs begin with a list of Internet safety basics, which are good guidelines for any age. This list includes items like don’t give out personal information, don’t send pictures to strangers or open email from strangers, keep passwords private, and tell an adult if you experience any interaction that is mean or makes you feel uncomfortable. These sites also mention the role we play as parents and teachers in modeling appropriate use of the Internet. Having open discussions with students about what is on the Internet, what is appropriate, and how to respond is key to teaching Internet safety. Edudemic has a blog directed toward Internet safety with older students. It covers topics more relevant to their use of the Internet and some behaviors they are more likely to encounter, such as sexting. One important point the article makes is to teach students about image permanence and accessibility. The pictures sent by smartphones leave a digital footprint and can be accessed by others. Students need to think carefully about how they represent themselves because it could affect them later in their lives. The article also encourages helping students set boundaries so they know where they stand if they encounter peer pressure to behave in a way they may regret. Another important aspect to teaching good digital citizenship is teaching kids how to respond when they do come across something they didn’t expect. Richardson (2010) illustrates this point with a story about a student encountering something he didn’t intend to find while searching in school. Even though schools have safe search settings, things will slip through. It’s important to talk to your students about how to respond appropriately if this does happen. Access to the Internet has increased dramatically with smartphones, gaming devices, tablets, and portable computers. However, even with this increased access, there still remains a digital divide. We have the power to do something about this. As teachers, we can provide greater experiences for students to engage in authentic, meaningful learning tasks using a variety of technology tools, such as online projects, productivity tools, simulations, gaming, and eBooks. By giving students more experiences with technology, they will build confidence in using the tools and are more likely to share them with family and friends (Barron, Walter, Martin, & Schatz, 2010). Sharing knowledge allows students to show what they know but also learn more through explanation and problem solving. Our schools must consider the connection they have with the families who attend and the larger community. By involving parents and promoting open communication, including all stakeholders in the technology planning process, and sharing the school’s resources, schools can improve student outcomes (Hohlfeld, Ritzhaupt, & Barron, 2010). Schools can send emails and publish information on their websites letting families know about the educational process. They can also provide technology at school for students to use or check out to take home in the evenings and on weekends. Communities, schools, and families must work together for the benefit of the students. The Web 2.0 provides tremendous teaching opportunities. Students can collaborate with others around the world; they can publish their work to broad audiences; and they can contribute new content to the Internet. They are connected to the world through the Internet, and that can be powerful in developing their sense of ownership in what they create. However, the Web has its downfalls, too. We must make sure students have the same opportunities to utilize the Web and all of its resources. In doing so, we must make sure they learn to be responsible digital citizens. Barron, B., Walter, S. E., Martin, C. K., & Schatz, C. (2010). Predictors of creative computing participation and profiles of experience in two Silicon Valley middle schools. Computers & Education, 54(1), 178-189. Hohlfeld, T. N., Ritzhaupt, A. D., & Barron, A. E. (2010). Connecting Schools, Community, and Family with ICT: Four-Year Trends Related to School Level and SES of Public Schools in Florida. Computers & Education, 55(1), 391-405. Richardson, W. (2010). Blogs, wikis, podcasts, and other powerful web tools for classrooms. (3rd ed.). Thousand Oaks, CA: Corwin Press.